6

th
Grade ~ Conceptual Foundations for Unit of Study 4 - The Number System DRAFT 10/4/11
Utah District Consortium (Jordan, Davis, Granite, Salt Lake), 2011

Apply and extend previous understandings of numbers to the system of rational numbers.
5. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning
of 0 in each situation.
6. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and
in the plane with negative number coordinates.
a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the
number itself, e.g., (3) = 3, and that 0 is its own opposite.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs,
the locations of the points are related by reflections across one or both axes.
c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on
a coordinate plane.
Connections to other grade levels
Integers: The study of integers begins in 6
th
grade. This introduction is focused on developing an understanding of the
meaning of integers in real-world contexts. In 7
th
grade, students extend their understandings to explain and interpret
rules for operating with negative integers by applying properties of operations.
Coordinates: In 5
th
grade, students plot points in Quadrant 1 of the coordinate plane. 6
th
grade students build from
this experience and plot coordinate pairs in all quadrants on the coordinate plane.

The colored section of this chart can be thought of as
stacking on top of each other like Russian stacking dolls
with natural numbers (sometimes called counting
numbers) being the smallest doll or set of numbers.
Whole numbers include all natural numbers, but also
incorporate zero. Integers include all natural and whole
numbers and their opposites. Finally, rational numbers
contain all natural and whole numbers and their
opposites along with fractions and decimals. They can
be written in fractional form. Irrational numbers are also
part of the Real Number System. However, they cannot
be written as a fraction.
What makes integers difficult for students?
Whole Number Thinking vs. Integer Thinking: Experience with whole numbers leads students to think that the 9
will always be greater than 4, regardless of the situation. As students encounter -9 and -4, they apply this
background to the new situation and consider -9 > -4, which is not true. One way to remediate this misconception
is to examine a number line with specific attention to its structure. Numbers to the right of another number are
always greater and numbers to the left of another number are always less, regardless of the sign.

Lack of Context: Integers are frequently presented with little real-world meaning. Contextualizing numbers
accesses student schema and provides more opportunity for reasoning. For example, it is -9 F on a November
day in Juno, Alaska at 8:00 a.m. By 10:00 a.m., it is -4 F. Have the temperatures dropped or risen? Is it colder at
10:00 a.m. or 8:00 a.m.? Engaging schema should lead students to conclude that generally speaking,
temperatures rise during the morning so -4 F is actually warmer than -9 F, even though 9 is a larger number than
4 in whole numbers.
Notation of Integers: It is common for students to think that -4 is the same or very similar to subtract 4. To
further confuse things, many times we actually say, It is minus four degrees. As student develop integer
reasoning, using the term negative should help clear up some confusion.
6
th
Grade ~ Conceptual Foundations for Unit of Study 4 - The Number System DRAFT 10/4/11
Utah District Consortium (Jordan, Davis, Granite, Salt Lake), 2011
Representing Integers
Horizontal and Vertical Number Lines Charge Model
Number lines are an effective tool for thinking about positive and negative integers and their
relationship to zero. The use of horizontal and vertical numbers lines also supports student
thinking on a coordinate plane.


Key mathematical features for these standards:
Rational Numbers are points on the number line.
All numbers have an opposite on the number line. Opposites are the same distance from
zero. 3 and -3 are both 3 jumps away from 0. Zero is its own opposite.
The opposite of an opposite is the number itself. Symbolically, the opposite of the opposite is
written -(-3). This can be conceptualized by breaking it down into steps beginning with the
quantity in parenthesis: take the opposite of (-3), which is 3. Next, address the negative sign
outside the parenthesis by taking the opposite of 3, which is -3. This illustrates the movement
back to the original quantity, which is at the heart of this standard. This also illustrates that the
negative sign is sometimes used synonymously with the term opposite of.

The charge model assigns a negative or positive value to two
different objects within a set. It is often seen as red and yellow
counters or two different colors of cubes. The actual object being
used is not as important as the distinction that one item represents
negative quantities and the other positive quantities. This is a fairly
abstract concept and some students struggle with assigning a
representation to a negative value. However, it helps them see zero
in a new and necessary way.

Number Lines and the Coordinate Plane
Taking the opposite of a rational number can be viewed as a reflection
across the x or y axis on a coordinate plane.

When two ordered pairs differ only by signs, the location of the points are related by reflections across
one or both axes. Ample practice should help students both see and trust the patterns of shared
numbers and/or signs. As students begin to see the interplay between coordinates, they are preparing
for future work with lines and functions.


Reflections Across One Axes
~Point D is a reflection of Point A across the
x-axis. Note: x is the shared point and y
differs only by sign.
~Point B is a reflection of Point A across the y-
axis. Note: y is the shared point and x differs
only by sign.
Reflections Across Both Axes
~Point C is a reflection of Point A across the
x-axis, then the y-axis. Note: From Point C to
Point B, x is the shared point and y differs only
by sign. From Point B to Point A, y is the
shared point and x differs only by sign.
~Point C is also a reflection of Point A across
the y-axis, then the x-axis. Note: From Point C
to Point D, y is the shared point and x differs
only by sign. The next reflection occurs from
Point D to Point A as x is the shared point and
y differs only by sign.
6
th
Grade ~ Conceptual Foundations for Unit of Study 4 - The Number System DRAFT 10/4/11
Utah District Consortium (Jordan, Davis, Granite, Salt Lake), 2011
Examples for Representing Zero in Real-World Contexts

Zero can represent various ideas
contextually. For example, it can
represent sea level when measuring
elevation. It can also represent a balance
between credits and debits. The balloon
image demonstrates that zero represents
an equal quantity or balance between
positive and negative charges.

Thinking about what zero represents in a
real-world situation allows students to
identify quantitative relationships between
numbers.


The net worth for the $5.00 in savings
and the $5.00 spent is zero.


Potential Discussion Points for Helping Students Think About the Role of Zero in Real-World Contexts

SITUATION NEGATIVE ZERO POSITIVE
Game/Sports: Golf/ Football Below par / loss of yards Par/line of scrimmage Above par / gain of yards
Business Loss (In the red) Holding own Profit (In the black)
Bank Accounts: Checkbooks Charge- credit card
Loans- interest paid / negative balance
Zero balance Savings / Interest earned / Positive
balance
Time and Time Zones Past / Yesterday Present / Midnight Future / Tomorrow
Daylight Savings Fall behind Standard time Spring ahead
Geologic or Historic Time Before Common Era (B.C.) Theoretical, but nonexistent year 0 Common Era (C.E.)
Gauges/Dipsticks for Oil Oil is low Correct amount Over filled
Tires Flat Correct pressure Over inflated
Blood Pressure Low blood pressure Correct Pressure High blood pressure
Eyes-Vision -3.75 20/20 +3.75
Temperature-Vertical Time Line Below Zero Zero Above zero
Elevation-Altitude Below sea level Sea level Above sea level
Buildings Basement / Lower levels Ground floor Attic / Upper floor




6
th
Grade ~ Conceptual Foundations for Unit of Study 4 - The Number System DRAFT 10/4/11
Utah District Consortium (Jordan, Davis, Granite, Salt Lake), 2011
Apply and extend previous understandings of numbers to the system of rational numbers.
7. Understand ordering and absolute value of rational numbers.
a. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret 3 > 7 as a statement that 3 is
located to the right of 7 on a number line oriented from left to right.
b. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 3 C > 7 C to express the fact that 3 C is warmer
than 7 C.
c. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a
real-world situation. For example, for an account balance of 30 dollars, write |30| = 30 to describe the size of the debt in dollars.
d. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than 30 dollars represents a debt greater than
30 dollars.
Number Line: Numbers lines provide a model for helping students interpret
statements of equality. Numbers further right on the line are greater and
numbers further left are smaller. For example -3 > -7 because -3 is further right
than -7 on the number line. The greater than and less than arrows on each end
are a vital component of the number line model and further identify the structure
of the tool.


Interpreting and Writing Statements of Order: As students are able to make
statements based on relative position on a number line as addressed above,
they can then contextualize those numbers in a given situation. For example, a
temperature of -7 will feel colder than -3. Temperatures are growing greater
or warmer the further right (or up) you travel on a number line. Temperatures
are thus growing colder the further left (or down) you travel on the number line.
Assigning a contextual value to either end of the number line such as colder
or warmer will help students interpret statements of order.


Absolute Value:
The confusing part of ordering and comparing integers for many students is the
whole number association of quantity. -7 feels like more than -3 because 7 is
greater than 3. Additionally, when comparing two debts, a debt of 7 dollars (-7)
is more than a debt of 3 dollars. In that instance, the debt is more and yet -7 is
still less than -3. Therefore, it is helpful to be very clear about word choice
when comparing integers. Greater and less than are used to compare the
relative size of numbers. More than can be used to talk about the absolute
value of a quantity, or its distance from zero. While it has many other functions,
absolute value provides a way for discussing in what way an integer is more
than another number.


Sione owes her mom $7 and Jill owes her mom $3.
While -7 is a less than -3, Siones debt is more than Jills. (Notice debt is often written using
positive numbers, which makes Siones larger debt more evident.)

7 7 and 3 3



6
th
Grade ~ Conceptual Foundations for Unit of Study 4 - The Number System DRAFT 10/4/11
Utah District Consortium (Jordan, Davis, Granite, Salt Lake), 2011
Apply and extend previous understandings of numbers to the system of rational numbers.
8. Solve real world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances
between points with the same first coordinate or the same second coordinate.


Coordinate Pair: The first number in the pair provides the location on the x-axis. The second number
in the pair provides the location on the y-axis. (Coordinate planes are two-dimensional and therefore
need two coordinates to determine a position.)

Sharing the Same Coordinate: Whenever the first or second coordinates share the same number,
they are on the same line. The coordinates can be thought of as street addresses. For example, Billy
lives on 17 West and 35 South (17, 35) and Ken lives on 17 West and 45 South (17, 45). Billy and Ken
both live on the same street, or line: 17 West. This is evident in both pairs with 17 in the x-axis position.

Interpreting a Coordinate: Initially, students must plot points and draw line segments to develop an
idea of when points are on the same line. However, as students become more familiar with the
language of coordinate pairs, they should develop the ability to recognize when points are on the same
line without having to plot the point and draw the line segment.

Using Absolute Value to Determine the Distance Between Two Points on a Line: The length of
the line between two points can be determined by counting the spaces between the points. On the
coordinate plane, Point A is 5 units away from Point B. Likewise, Point B is 5 units away from Point A.
We wouldnt speak of them as being -5 units away, regardless of the direction traveled because
distance is always positive. For example, if you traveled 2 miles to school and forgot your homework
and had to go home to get it, you would have traveled another 2 miles for a total of 4 miles round trip.
In essence, absolute value is the mathematical tool being used to compute distance between points.